• black paw  6th-8th Grade Curriculum Mapblue line

    Students will work throughout the year to demonstrate their knowledge and skill of performance objectives through  individual assessments and collaborative assignments.  The performance objectives are embedded throughout the course of study.  The performance objectives are denoted as PO 100 for beginning orchestra students (6th grade), PO 200 for  intermediate orchestra students (7th grade), PO 300 for advanced orchestra students (8th grade) and PO 400 for honors students. 

     

     

    Performing Ensembles: Orchestra/Strings

    Strand 1: Create

    Concept 1: Singing, alone and with others, music from different genres and diverse cultures.

    Students will demonstrate proficiency by: Beginning

    Intermediate

    Advanced

    Honors

    PO 101.

    singing an instrumental part within an ensemble.

    PO 201.

    singing an instrumental part within an ensemble.

    PO 301.

    singing an instrumental part within an ensemble.

    PO 102.

    singing an instrumental part in tune with appropriate articulation, phrasing and dynamic.

    PO 202.

    singing an instrumental pars in tune with appropriate articulation, phrasing and dynamics.

    PO 302.

    singing an instrumental pars in tune with appropriate articulation, phrasing and dynamics.

    PO 103.

    singing rhythmic patterns of different meters.

    PO 203.

    singing rhythmic patterns of different meters.

    PO 303.

    singing rhythmic patterns of different meters.

    PO 403.

    singing rhythmic patterns in complex/changing meters.

    PO 102.

    exhibiting proper care and maintenance of their instrument

    PO 202.

    exhibiting proper care and maintenance of their instrument

    PO 302.

    exhibiting proper care and maintenance of their instrument

    PO 103

    demonstrating good posture and playing position

    PO 203.

    maintaining good posture and playing position

    PO 303.

    maintaining good posture and playing position

    PO 104.

    utilizing the proper left and right hand holding posture for their stringed instrument.

    PO 204.

    utilizing the proper left and right hand holding posture while shifting for their stringed instrument.

    PO 304.

    utilizing the proper left and right hand holding posture for their stringed instrument (e.g., shifting, extensions).

    PO 105.

    exhibiting proper bow control,

    including the techniques used for staccato, slurred staccato, detache, slurs, double stops using one finger down, down bow, up bow, open strings,

    bow lift, pizzicato and accents

    PO 205.

    exhibiting proper bow control and

    technique using spiccato, hanging strings with wrist action, col legno, ricochet, and double stops, using appropriate bow length and weight for flautando, ponticello

    PO 305.

    exhibiting proper bow control and technique using accented détaché, legato détaché, martelé, spiccato, string crossings at varying tempi, and bow articulation using variations of slurred and détaché groupings of notes.

    PO 106.

    playing D, G, A, C, and F major one octave scales, arpeggios, and triads using proper half step fingering.

    PO 206.

    performing two octave scales, triads and arpeggios in the keys of D, G, A, C and F major, one octave scales, triads, and arpeggios in additional major keys (playing in at least one position higher than first with technical facility), and playing one octave scales, triads and arpeggios in the keys of d and a minor.

    PO 306.

    playing two or three octave (where

    possible) major and minor scales up to four sharps and four flats plus the g melodic minor using variations in bowing articulation in preparation for high school

    PO 406. playing all major and minor scales in two or three octave (where possible) plus the g melodic minor using variations in bowing articulation.

    PO 107.

    recognizing when their instruments are in tune by listening to a given pitch.

    PO 207.

    tuning their own instrument using a tuner or other pitch reference.

    PO 307.

    tuning their own instrument using a pitch reference.

    PO 108.

    aurally distinguishing and performing on their instrument half and whole steps.

    PO 208.

    recognizing basic pitch discrepancies and responding appropriately in a unison context.

    PO 308.

    recognizing basic pitch discrepancies and responding appropriately in an harmonic context.

    PO 209.

    playing a natural harmonic on each string.

    PO 309.

    playing natural harmonics of an octave, octave and a fifth, and two octaves on all open strings and fingered harmonics in first position.

    PO 110.

    producing a characteristic tone quality on their instrument.

    PO 210.

    incorporating rudimentary aspects of vibrato into their playing.

    PO 310.

    performing vibrato (with any of the four fingers),

    PO 111.

    playing by rote short rhythmic, melodic, and/or intervallic patterns (one octave) while maintaining a steady beat.

    PO 211.

    playing by rote rhythmic, melodic

    and/or intervallic patterns while maintaining a steady beat.

    PO 311.

    playing by rote rhythmic, melodic and/or intervallic patterns in major and minor key signatures

    PO 112.

    performing solo or ensemble pieces at grade level 1-2 on a scale of 1-6.

    PO 212.

    performing solo or ensemble pieces at grade level 2-3 on a scale of 1-6.

    PO 312.

    performing solo or ensemble pieces at grade level 3-4 on a scale of 1-6.

    PO 412.

    performing solo or ensemble pieces at grade level 4-5 on a scale of 1-6

    PO 113.

    sight reading simple rhythmic and

    melodic exercises below performance level.

    PO 213.

    sight reading rhythmic and melodic exercises and/or music one level below performance level.

    PO 313.

    sight reading music comparable to one level below performance level.

    PO 413.

    sight reading music comparable to one level below performance level.

    PO 114.

    responding to a variety of conducting cues (e.g., entrance cue, simple duple/ triple patterns, cutoffs).

    PO 214.

    responding to a variety of conducting cues (e.g., crescendo, decrescendo, legato).

    PO 314.

    responding to various patterns and cues representing meters in one, two, three, four, five or six beat patterns, constant or changing tempi, and mood or style indicators.

    PO 115.

    playing simple music from a variety of genres, cultures, and styles.

    PO 215.

    playing and performing music from a wide variety of genres, cultures, and styles.

    PO 315.

    playing, performing, and/or

    auditioning using music from a wide variety of genres, cultures, and styles.

    PO 116.

    transposing a simple melody (e.g., do- re-mi on different strings).

    PO 216.

    playing simple melodies in at least two keys.

    PO 316.

    playing simple melodies in several keys.

    PO 416.

    playing complex melodies in several keys.

    Performing Ensembles: Orchestra/Strings

    Strand 1: Create

    Concept 5: Reading and notating music

    Students will demonstrate proficiency by: Beginning

    Intermediate

    Advanced

    Honors

    PO 101.

    reading music in simple meters (e.g., 4/4, 3/4, 2/4, 6/8, cut time).

    PO 201.

    reading and notating music in simple and compound meters (e.g., 6/8, cut time).

    PO 301.

    reading and notating music in various meters (e.g., 9/8, 6/4, 3/8, 2/2).

    PO 102.

    identifying and applying musical terms and symbols appropriate to the repertoire encountered.

    PO 202.

    identifying and applying musical terms and symbols appropriate to

    the repertoire encountered

    PO 302.

    identifying and applying musical terms and symbols appropriate to the repertoire encountered.

    PO 103.

    playing expressively on pitch and in rhythm, dynamics, phrasing, and tempo markings encountered in the repertoire. (e.g., staccato, marcato, legato, ritardando, accent and fermata).

    PO 203.

    playing expressively on pitch and in rhythm, dynamics, phrasing, tempo markings encountered in the repertoire (e.g., tenuto and harmonic markings).

    PO 303.

    playing expressively on pitch and in rhythm, dynamics, phrasing, tempo markings encountered in the repertoire.

    PO 104.

    using appropriate terminology to

    describe and explain music encountered in the repertoire.

    PO 204.

    using appropriate terminology to

    describe and explain music encountered in the repertoire.

    PO 30 4.

    using appropriate terminology to

    describe and explain music encountered in the repertoire.

    PO 105.

    explaining the function of the key signature, time signature, and

    accidentals.

    PO 205.

    applying key signatures, time

    signatures, and accidentals to repertoire.

    PO 305.

    applying key signatures, time

    signatures, an

    PO 106.

    describing and playing simple musical forms as encountered in the repertoire.

    PO 206.

    describing and playing musical forms as encountered in the repertoire.

    PO 306.

    describing and playing musical forms as encountered in the repertoire.

    PO 406.

    synthesizing characteristics of musical structure and form into performance practice.

    PO 106.

    describing and applying the physical factors essential to playing/singing within the repertoire (e.g., posture, breathing, fingerings, bowings).

    PO 206.

    describing and applying the physical factors essential to playing/singing within the repertoire (e.g., posture,

    breathing, fingerings, bowings).

    PO 306.

    describing and applying the physical factors essential to playing/singing within the repertoire (e.g., posture,

    breathing, fingerings, bowings).

    PO 406.

    analyzing and correcting one’s own physical mechanics essential to playing/singing within the repertoire.

    PO 207.

    recognizing acoustic properties as they effect the performers and the performance space.

    PO 307.

    adjusting to acoustic properties as they affect the performers and the performance space

    PO 208.

    comparing how the basic elements of two or more arts disciplines can be used to express similar events, emotions, scenes, or ideas (e.g., sound in music, movement in dance, images in art, words in poetry).

    PO 308.

    analyzing how the basic elements of two or more arts disciplines can be used to express similar events, emotions, scenes, or ideas (e.g., sound in music, movement in dance, images in art, words in poetry).

    PO 408.

    analyzing how the basic elements of all arts disciplines can be used to express similar events, emotions, scenes, or ideas (e.g., sound in music, movement in dance, images in art, words in poetry)

    Performing Ensembles: Orchestra/Strings

    Strand 2: Relate

    Concept 2: Understanding music in relation to history and culture

    Students will demonstrate proficiency by: Beginning

    Intermediate

    Advanced

    Honors

    PO 101.

    discussing the origins and development of instrumental/vocal music.

    PO 201.

    investigating the origins and development of instrumental/vocal music.

    PO 301.

    describing the origins and development of instrumental/vocal music.

    PO 401.

    applying the developmental and historical characteristics of instrumental/vocal music to performance practice.

    PO 102.

    identifying and comparing a varied repertoire of music from diverse genres and musical styles.

    PO 202.

    identifying and comparing a varied repertoire of music from diverse genres and musical styles.

    PO 302.

    identifying and comparing a varied repertoire of music from diverse genres and musical styles.

    PO 103.

    playing a varied repertoire of music utilizing appropriate stylistic elements reflective of history and culture.

    PO 203.

    playing a varied repertoire of music utilizing appropriate stylistic elements reflective of history and culture.

    PO 303.

    playing a varied repertoire of music utilizing appropriate stylistic elements reflective of history and culture.

    PO 104.

    identifying and applying appropriate audience behavior in the context and style of music being performed.

    PO 204.

    applying appropriate audience behavior in the context and style of music being performed.

    PO 304.

    applying appropriate audience behavior in the context and style of music being performed.

    PO 105.

    identifying the composers of the works being sung/ played.

    PO 205.

    identifying and discussing the composers of the works being sung/ played.

    PO 305.

    identifying and analyzing the context in which the composer wrote the work being played or sung.

    PO 406.

    naming the contributions of significant composers and performers specific to the music they play/sing.

    PO 106.

    identifying various roles of music in daily experiences.

    PO 206.

    identifying various roles of music in daily experiences.

    PO 306.

    identifying various roles of music in daily experiences.

    PO 107.

    identifying the musical characteristics that make a piece of music appropriate for a specific event or function.

    PO 207.

    explaining and applying the musical characteristics that make a piece of music appropriate for a specific event or function.

    PO 307.

    explaining and applying the musical characteristics that make a piece of music appropriate for a specific event or function.

    PO 108.

    identifying and discussing the roles/careers musicians play in various societies.

    PO 208.

    identifying and discussing the roles/careers musicians play in various societies.

    PO 308.

    identifying and discussing the roles/careers musicians play in various societies and investigate opportunities for life long participation in music.

    PO 103.

    identify the various ways that music conveys universal themes (e.g., contrast, conflict, emotion).

    PO 203.

    describing the various ways that music conveys universal themes (e.g., contrast, conflict, emotion).

    PO 303.

    describing the various ways that music conveys universal themes (e.g., contrast, conflict, emotion).

    PO 104.

    Identifying and explaining music preferences.

    PO 204.

    Identifying, explaining, and distinguishing music preferences from music judgments

    PO 304.

    Distinguish music preferences from music judgments) from cultural judgments

    PO 205.

    comparing/contrasting the performance of a solo/ensemble in relation to the genre or style performed.

    PO 305.

    comparing/contrasting the performance of a solo/ensemble in relation to the genre or style performed.

    PO 106.

    identifying the elements of music in the repertoire.

    PO 206.

    identifying and explaining the elements of music in the repertoire.

    PO 306.

    identifying and explaining the elements of music in the repertoire.

    PO 207.

    comparing multiple interpretations of the same piece of music.

    PO 307.

    comparing and analyzing multiple interpretations of the same piece of music.

    PO 108.

    identifying their role (e.g., melody, harmony, accompaniment, foreground/background) within the texture of the ensemble.

    PO 208.

    describing their role (e.g., melody, harmony, accompaniment,

    foreground/background) within the texture of the ensemble.

    PO 308.

    analyzing their role (e.g., melody, harmony, accompaniment, foreground/background) within the texture of the ensemble

    PO 109.

    identifying the expressive qualities

    (e.g., dynamics, tempo, phrasing, vibrato) of music.

    PO 209.

    describing the expressive qualities

    (e.g., dynamics, tempo, phrasing, vibrato) of music used to create different moods or feelings.

    PO 309.

    analyzing the expressive qualities (e.g., dynamics, tempo, phrasing, vibrato) of music used to create different moods or feelings.

    PO 110.

    listening to musical examples with

    sustained attention.

    PO 210.

    listening to musical examples with sustained attention.

    PO 310.

    listening to musical examples with sustained attention.

    Strand 3: Evaluate

    Concept 2: Evaluating music and music performances

    Students will demonstrate proficiency by: Beginning

    Intermediate

    Advanced

    Honors

    PO 101.

    identifying the characteristics that evoke a temperament or mood in a piece of music.

    PO 201.

    describing the characteristics that evoke a temperament or mood in a piece of music.

    PO 301.

    analyzing the characteristics that evoke a temperament or mood in a piece of music.

    PO 102.

    using teacher specified criteria to evaluate a musical performance.

    PO 202.

    using teacher or student specified criteria to evaluate a musical performance.

    PO 302.

    using student specified criteria to

    evaluate a musical performance.

    PO 402.

    evaluating musical experiences orally and in writing with appropriate critique and terminology.

    PO 103.

    showing respect for personal work and the work of others through appropriate critique.

    PO 203.

    showing respect for personal work and the work of others through appropriate critique

    PO 303.

    showing respect for personal work and the work of others through appropriate critique.

    PO 104.

    evaluating the effect of audience and performers’ behavior on the performance.

    PO 204.

    evaluating the effect of audience and performers’ behavior on the performance.

    PO 304.

    evaluating the effect of audience and performers’ behavior on the performance.

    PO 105

    reflecting on the experience(s) of their performance and the performance of others.

    PO 205.

    describing the experience(s) of their performance and the performance of others.

    PO 305.

    analyzing the experience(s) of their performance and the performance of others.

    PO 405.

    analyzing and articulating the quality of their performances and the performances of others.